Lesson 1 EQ：IQ教学设计

课 题:

Module 5

Unit 13

People

Lesson 1

EQ:IQ

设计教师:

徐

芳

洁

工作单位:

许昌市第三高级中学

联系电话:

13569994556

邮箱地址：

810963675@qq.cn

M5-U13-L1

EQ:IQ

Module 5

Unit 13

People

Lesson 1

EQ:IQ 教学设计

一、教学背景分析

1、教材分析

此次讲课的内容为高中英语必修模块五的第13单元中的第一课。

本单元标题是“People”,这是与我们每一个人都息息相关的一个话题。单元的Warm—up主要是集中在描写人的外貌，而本节课作为本单元的第一节课，主要是以人的内在的智商和情商为话题的。并且作者从文章的标题上就很清晰地表达了自己的观点：成功源自高情商。情商是当下一个很热门的词，人们也普遍越来越认可情商在各种人际交往中举足轻重的地位。那么这篇课文的作者对于情商和智商的关系及情商如何影响我们的学习生活和人际交往娓娓道来，有理有据。让我们通过身边的例子，深切地体会到情商的作用。这篇文章从立意上观点清晰，让人耳目一新；从篇章结构上观点和事例相结合，说服力极强，让人读来一气呵成。相信本文的主旨就在于告诉学生每个人都是有自己的长处的，引起学生们对情商的关注，并了解情商是可以通过后天的教育而习得的，每个人都可以在自己为人处世的方式上不断改善自己的方式方法，从而能最终在自己的人生道路上不断前行，找到自己想要的生活，活成自己想要的样子。

2、学情分析

所讲授的课程是必修模块五，面对的是高二的学生。我校学生是体音美特色的学生，英语基础比较差，经过高一年级的引导和训练，发现学生虽然基础不好，但是在帮助他们树立信心后，他们还是可以自己预习的。在学生预习后再上课，学生知道了自己不会的地方在哪里，听课就有了侧重点，也比以前更有兴趣了。大部分学生能在老师的鼓励下进行自主探究、合作交流，完成课堂活动，并能够自信地用英语表达自己的观点，具有一定的批判性思维和解决问题的能力。

二、教学方法和手段

1、教学方法

引导学生在以任务型学习为主导的思路下，积极利用有效的学习资源，例如，阅读课文材料，自我探究以及小组探讨等方式，通过完成一系列任务强化对课文的理解，学习期间鼓励学生在分组讨论中各抒己见，并在讨论完毕后分享观点。

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2、教学手段

教学过程将结合多媒体电脑课件、学案和黑板。

三、教学目标设计

通过本节课的学习，学生们将能够：

1、知识目标：

（1）能够理解课文中出现的新的词汇和短语的意义；

（2）能够理解课文中作者所要传达的观点，理解课文的主旨。

2、技能目标：

能够运用课文中的词汇表达，及学习后对文章的深层理解来阐述自己观点。

3、情感目标：

能够在学习中了解情商在人的学习生活中占有如何举足轻重的地位，并了解情商是可以通过后天习得而不断改善的。在了解作者观点后，进行独立地思考，提出自己的观点，并结合运用本节课所教会我们的知识分析当下的一些情况。敢于提出质疑，敢于表达自己的观点，学会分析问题，用正面的、积极的态度去看待周围的人和事。

四、教学重、难点

1、教学重点：了解IQ和EQ确切指的什么内容，并深入了解本文的篇章结构和想要传达的积极意义。

2、教学难点：运用所学知识，加以自己的独立思考，大胆提出自己的观点和质疑。用自己的观点阐述对于“幸福都是奋斗出来的”这句话的理解。还要能够用文字表达出来，写一篇短文。

五、教学过程

Teaching procedures:

Stage 1

Show a picture and ask “If you were criticized by mistake in the class, what would you do to react to your teacher?” ( 2’ )

A.

Cry

(I’m innocent!)

B. Roar

(It’s not my fault!!!) C. Disdain

(Nobody cares!) D. Keep silence and find a proper chance to explain it to the teacher.

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Stage 2 Show objectives of this class

( 1’ ) Objectives: •

Master the useful language points and sentences structures

•

Get the structure of the text by analyzing it and master what the author really wants to convey to us •

Dare to express own point of view about EQ and IQ and make preparation for writing an essay about EQ and IQ Stage3 Checking (6’ ) Task 1

Question

Do you know what the EQ and IQ stand for?

(Intention: In this section, Ss are able to know what the text talks about.) Task 2 Language Points

1.

suggest

vt. 建议；表明

suggest doing sth. 建议做某事......

在做“建议”这一意义时，suggest后加that从句需用虚拟语气should+do, should可以省略。其名词形式suggestion后的句子也是如此。

eg. Her mother suggested that she should go and see the doctor.

His suggestion is that I should leave for Beijing immediately.

在做“表明”这一意义时，后面的从句用陈述语气。

eg. Her research suggests that her decision is correct. The manager suggested that the goods _________ （deal with）as soon as

possible. Her broken leg suggested that she ______________ (experience) an accident. 2.

end up doing 最终成为；最终处于；以……而结束

end up with

以……（方式）而结束

eg. The party ended up with a song.

All their plans ended in failure.

If you continue to steal, you’ll ______ ______ ______ punished by law.

The ceremony _______ _______ ______ a dinner.

3.

be open to

对……开放；愿接受……的

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eg.If this method doesn’t work, you should be open to trying another.

4.

be likely to do

很可能……

eg.The students are likely to go to the library after class.

This term, we are less likely to have the chance to go abroad for further study.

_______________________________________________________(翻译)

5.

there is little doubt that

there is no doubt that 毫无疑问地

that后加同位语从句

eg.There is no doubt that they will agree with you on this matter.

6.

have trouble/problem/difficulty/a hard time (in) doing sth. 做……有困难

eg.I had a hard time switching the alarm off.

Maybe they had trouble to find the proper way solve the problem.(改错）

7.

in terms of

从……方面讲；就……而言；从……角度看；从……的措辞

in the long/short term

从长远/眼前的观点来看

eg.In terms of money, he’s quite rich, but not in terms of happiness.

_______________________________________________________(翻译) 8.

At work, it is IQ that gets you hired but it is EQ that gets you promoted. 本句中but连接两个并列句，两个并列句都是强调结构，都强调主语。

强调句型的基本结构是“it is/was+被强调部分+that/who/whom+句子其他部分”。如果被强调的成分是人且作主语，用who或that来连接都可以；如果被强调的成分是人且作宾语，用whom或that来连接都可以;如果是其他成分，则一律用that来连接。

not……until结构：It+is/was+not+被强调部分+that/who……

eg. It was Mr. White who/that gave Mary a handbag at Christmas.(强调主语) It was a handbag that Mr. White gave Mary at Christmas.(强调宾语)

It was at Christmas that Mr. White gave Mary a handbag .(强调状语)

It was not until he came back that he found his bag was stolen. Was it because Jack came late for school ________ Mr.Smith got angry? (Intention: In this section, Ss are able to learn the usage of these language points and sentence structure, which will be helpful for understanding of the text.)

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Stage4

Analyzing the text and fill in the structure tree.( 10’ )

The viewpoint of the author:______________________________________________

IQ

is not in directly proportional to

Has a lot to do with __________

Get you _______

High EQ 1.____________

2.____________ EQ

3.____________

Get you _______

Low EQ

1.____________

2.____________

3.____________ AQ

To get ahead in the world and lead a happy successful life means___________ other people and ___________ understand and ________ situations __________________ (Intention: In this section, Ss are able to master the structure of the text.In the process, we will introduce a new word----AQ to replenish the thinking frame to make preparations for the following section.) Stage5 Which is the most important?

( 10’ )

IQ、EQ、AQ Which one is the most important?Or which two?Or all of them?

(Intention: In this section, Ss are able to use the knowledge they have learnt in this class to express their opinions.) Stage 6 Discussion

( 10’ ) Do you know who said the sentence “Happiness comes out of arduous work!”

Why does he say so?

Analyze the sentence from the point of 3Q. Stage 7 Homework

( 1’ )

Write down your view about the sentence “Happiness comes out of arduous work!”according to the discussion in the class.

(Intention: In the last part, let Ss consolidate the knowledge they have learnt in this class, can solve problems dependently and give their own advice about the topic.)

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